USF Elementary Education Lesson Plan Template (rev.
Sum19)
Grade Level Being Taught: 3rd
Title of Lesson
Meeting your students’ needs as
people and as learners
What Standards (national or
state) relate to this lesson?
(You should include ALL applicable
standards.)
Understanding the standards
over time
What misconceptions might
students have about this
content?
Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
Part 1: Lesson Content
Adoring Adjectives
How does this lesson connect to the interests and cultural backgrounds of your students?
This lesson connects to the interests and cultural background of my students because my students will
be the subjects of their adjectives. Students will be able to write about their friends and classmates in a
positive manner, which also makes this a nice lesson to improve the classroom environment.
How does this lesson connect to/reflect the local community?
This lesson connects to the local community of our classroom because this is similar to a community
building project, where we raise others up and encourage them through kind words.
LAFS.3.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in
particular sentences.
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
LAFS.2.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use collective nouns (e.g., group).
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.4.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Students may be unaware of the role that adjectives play in writing. Students may also be unaware of
what some of the words on their kind-adjectives list may mean. In order to combat that, I will group the
words together so that way there is consistency with the groupings of words.
Some examples:
--Students will be able to accurately (measure- how well) differentiate (action- how) between potential
and kinetic energy (content- what).
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
Content (WHAT students are
learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)
Level(s) of Thinking
Assessment Plan- How will you
know students have mastered
your objectives?
Assessment Scoring/Rubric
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
--Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
reasonable (measure- how well) prediction (also part of the action) for how the main character will
respond to a challenge in the second half (content- what).
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Students will be able to create at least one sentence that contains a ‘juicy’ adjective, as well as be able to
create a sentence that has proper conventions.
Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? Apply
Which level(s) of thinking is/are called for in your objective? Understand
Why did you choose this level(s) of thinking? I chose the level of Understanding because students are
being asked to utilize this skill that they are not entirely familiar with yet, since adjectives are a newer
type of word that students are not as familiar with, compared to verbs and nouns.
Describe your assessment plan:
My assessment plan is that students will each write one sentence that contains a juicy adjective, as well
as follows the conventions that we have already gone over.
Is your assessment formative or summative? Why did you make that assessment decision?
This assessment is formative. I made this assessment decision because students are not familiar with
adjectives, and this is one of their first experiences with them.
How does it align with your objective?
This aligns with m objective because students are creating their own sentence that contains an adjective
that is juicy.
The scoring for this assessment will be based on a check minus, check, and check plus rubric. Students
will get a check minus if they did not use an adjective at all in their sentence. Students will receive a
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
What are the criteria for how you
will assess student
learning/student work? If you’re
using a rubric, include your rubric
here.
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange
yourself and the students
(location in the classroom,
seating)?
 What processes &
procedures will you use?
How and when will you
communicate those to
students?
 What expectations will you
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?
 What will students do if
they complete the task
quickly?
Materials
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
check if their adjective is present, but not juicy. Students will receive a check plus if their sentence does
contain a juicy adjective.
Part 2: Lesson Implementation
I will be at the front of the classroom right next to the document camera sitting on the black stool for the
beginning part of the lesson, where I will read a short passage from a book about adjectives, after that, I
will be circulating amongst students. Students will be at their normal seats. Each student will have an
index card on their desk, as well as colorful writing utensils.
Today, students will be working on their ability to use more complex adjectives in their writing. To begin
with, students will be writing their own names on the index card neatly so that it is ready for the lesson,
and each student will also receive a handout of positive adjectives that they can use to describe others.
After the short activity, students will then be tasked with on the back side of their index card, they will
have to write a sentence containing a juicy adjective.
Students are expected to put forth their best effort on the assessment as well as remain on task for the
duration of the lesson. When working with a partner or with their table, students are expected to treat
others with kindness and also help out their partners, because that is what a classroom community does
to ensure success.
Even after some table movement, such as SC being moved to an island, I still see my yellow table being a
potential area for struggle. I will be seated closest to them for the beginning part of my lesson, and they
will of course get my help when they are gradually released. JH, GG, and JS are students that I am
concerned about with them being able to complete the task on their own, so I will have them with Ms.
Socorro.
If students complete the task quickly, they will be asked to write a second sentence that also includes a
vivid verb with their juicy adjective.
20 index cards (1 per student and 1 for my example) To serve as the basis for the exit ticket and activity
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)
Differentiating Instruction
Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
Colored pencils or crayons (for students to write with)
Book about adjectives from class set (to help with some more background information about adjectives)
Overhead projector and document camera (to show the book and the examples)
How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Process will be differentiated because some students will be getting to sit with Ms. Socorro for the lesson
and will have that added support.
Product will be differentiated in the sense that students will be writing about their own opinions. A right
adjective will be whatever the student wants to use, as long as they provide a proper reason to go with
their choice.
Interest will be differentiated because students will be able to choose the adjectives that they want to
use, as well as the sentence that they want to write for the assessment.
Content will also be differentiated because students will be completing a short activity that is based on
ability level.
Which specific students will benefit, and why?
JH, GG, and JS will benefit because of the added support that they will be receiving with the reading of
this lesson.
What accommodations will you make for students who are English Language Learners? (Refer to
your ESOL Strategies checklist and list specific strategies)
 Pre-Production Level: For the student that is pre-production level, I have printed her out a
list of adjectives that are in Spanish, and also have an English translation with them. PM
will also have PP to assist her with Spanish, and I also know enough Spanish to
communicate the lesson with her.
 Early Production Level: If I had a student at the pre-production level, I would get them a
print-out of the directions in their native language, and provide them with a handout in
their native language.
 Speech Emergence Level: If I had a student at the speech emergence level, I would have
them write responses of only a couple words.
 Intermediate Fluency Level: If I had a student at the intermediate fluency level, I would have
them write their responses in English, but would accept shorter responses.
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
References (Planning of
instruction should be guided by
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:
 What Higher Order Thinking
(H.O.T.) questions will you ask?
 How will materials be
distributed?
 Who will work together in
groups and how will you
determine the grouping?
 How will students transition
between activities?
 What will you as the teacher
do?
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
What accommodations will you make for students who have an IEP or 504 plan?
KR, DH and KRu will be at a group table with Ms. Socorro, and I will be working with PM, PP, TN, and GC.
What accommodations will you make for students identified as gifted and have an EP (education
plan)? If I did have gifted students, I would ask them to tell give me another sentence that has not only a
juicy adjective, but also a vivid verb and a proper noun.
A big influence for this lesson came from my fellow intern, Mia. She did a similar activity with her
students for a different reason, and it gave me the idea to make a lesson out of it with a writing focus.
1. What is the content area for this lesson? Writing
2. What is the expected lesson structure for a lesson taught within this content area? In other
words, what lesson structure is appropriate for teaching within this content area? (5Es;
guided/gradual release/etc.) Gradual release
3. Step-by-step plan:
Time: Action Steps:
10:30AM- Students will be switching into the classroom, as the prior day was a little bit crazy with
pictures, and we did not get to switch at the intended time. Students will go straight to their seats, and I
will check off agendas. Students will not need anything on their desk to start this lesson.
10:33AM-To begin, I will say to students, “On the count of three, let’s read the writing objective for today.
Ready? 1…2…3!”. Once students finish reading the objective, I will ask the question, “Can anyone tell me
what an adjective’s job in a sentence is? Raise your hand once you think you know.” I will allow for about
10 seconds of think-time before calling on a silent hand to answer the question. Once I get an answer
similar to what I am looking for, I will reiterate what the students said, and rephrase it to be more of the
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USF Elementary Education Lesson Plan Template (rev. Sum19)
Grade Level Being Taught: 3rd
 What will you as the teacher
say?
 What will the students do?
 What student data will be
collected during each phase?
 What are other adults in the
room doing? How are they
supporting students’ learning?
Name: Joseph Smolek
Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020
exact definition. Such as, “So what you’re telling me, is that adjectives are the way that we describe
nouns?”.
10:36AM- I will begin reading the adjectives book, which is a really enjoyable book full of examples from
a series by Scholastic. “Today we will be reading this book because… going on a scavenger hunt for juicy
adjectives” I will read through a couple of the pages, and stop to ask students, “Now raise your hand if
you can tell me what the adjective was in this last sentence. What about the verb? And the noun?” I will
do this for a few different pages before moving on to our activity. Anchor chart of what a juicy adjective
example would be, where students on a PostIt have to choose which teacher they want to write an
adjective about. Have students go up to write it on the chart paper. Then release students to their smaller
groups based on level differentiation. I will ask for students to point to their proper station before
releasing them. After 7 minutes, I will call students back to their seats so we can continue with the next
part of the lesson.
10:43 AM- I will pick two helpers to pass out one index card for each student. Once each student has an
index card, I will set a timer for two minutes that allows students to write their name in whatever fancy
font or colors they choose. I will make sure to tell students, “Do not color the entire card, we need space
to write on it next to your name.”. Once the timer goes off, I will ask for all eyes to be on me with an
attention-getter. Once I see every student looking at me, I will give my own example on my own notecard
of either Ms. Socorro or myself, by using the kind-adjectives list that I will pass out next to students. At
this point in time, dependent on schedule, I may or may not ask students to help me pick the adjectives
for myself or Ms. Socorro. Once the example is done, I will again ask for my two helpers to pass out the
kind-adjectives list to each student.
10:49AM- I will explain to students, “You will now be passing your card with your name on it around the
table, and each person at your table is going to write down an adjective that they think describes you. We
will ONLY be using the adjectives on this list, as we want to focus on the positives of our classroom
family.” Now, that all students are ready, this will start a rotation amongst the groups, where each
student passes their card to the person to the right of them. For the first rotation, students will be given
one minute and 30 seconds to pick the kind adjective that they want to describe their group-mate as and
write it on the card. For the following rotation, students will be given one minute only for each rotation,
since they are more familiar with the process at that point. During this time, I will be walking around the
room to see what students are coming up with. I will be using my checklist to see which students
understand the content or are having trouble with the material.
10:56AM- Now that students have finished with their passing around of their card, I expect them to be all
excited to see what is on their card, so I will allow some time for them to read what is on there. Then, I
will inform students of their exit ticket, “Now, what I want you to do is turn your notecard over to the
side that has the lines on it. On this side of the notecard, you are going to write me a sentence that
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USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Joseph Smolek

Grade Level Being Taught: 3rd Subject/Content: Writing Group Size19 Date of Lesson: 02/06/2020

contains at least one juicy adjective. Your sentence also must include all of the other things that a
sentence must have, such as capitalization, a noun, a verb, and punctuation.”. Students will have three
minutes to complete this task, and I will turn on the timer to indicate the time remaining. I will also have
the directions written on the board for students who are not sure what to do. Students will first write the
definition of an adjective, and then label their sentence.
11:00AM- Students will then have the opportunity to share their sentences out loud with the class, once
everyone is done. I will instruct students to put their notecard in the middle of the table, and I will come
collect them.